books.google.co.ukhttps://books.google.co.uk/books/about/Report_of_the_Committee_of_Council_on_Ed.html?id=k1WMaMET-ZEC&utm_source=gb-gplus-shareReport of the Committee of Council on Education (England and Wales), with Appendix

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Page 368 - Exulting in this hope, the prophet touched the sacred harp of prophecy, and sang of " the sufferings of Christ, and of the glory that should follow," when he would see of the travail of his soul and be satisfied.

Page 372 - If, at a point in a straight line, two other straight lines, upon the opposite sides of it, make the adjacent angles together equal to two right angles, these two straight lines shall be in one and the same straight line.

Page 397 - Almighty and most merciful Father ; We have erred, and strayed from thy ways like lost sheep. We have followed too much the devices and desires of our own hearts. We have offended against thy holy laws. We have left undone those things which we ought to have done ; And we have done those things which we ought not to have done; And there is no health in us.

Page 233 - ... verses, he left them to write out the sentiment and the story in prose, to be produced in school the next morning. All this was done without the slightest break or hesitation, and evidently proceeded from a mind full of the subject, and having a ready command of all its resources.

Page 350 - ... and finally, if the little wrestler with difficulty triumphs, the teacher felicitates him upon his success, perhaps seizes and shakes him by the hand in token of congratulation ; and when the difficulty has been really formidable, and the effort triumphant, I have seen the teacher catch up the child in his arms and embrace him, as though he were not able to contain his joy. At another time, I have seen a teacher actually clap his hands with delight at a bright reply ; and all...

Page 238 - But the Prussian teacher has no book. He needs none. He teaches from a full mind. He cumbers and darkens the subject with no technical phraseology. He observes what proficiency the child has made, and then adapts his instructions, both in quality and amount, to the nccessity of the case.

Page 254 - Arithmetic. 3rd. Reading, be represented respectively by the letters A., B., C., and the three equal divisions of the school by the symbols I., II., III., the following time-table will represent compendiously the arrangements which I have described in detail...

Page 232 - It was then taken up verse by verse, and the pupils were required to give equivalent expressions in prose. The teacher then entered into an explanation of every part of it, in a sort of oral lecture, accompanied with occasional questions. This was done with the greatest minuteness. Where there was a geographical reference, he entered at large into geography; where a reference to a foreign custom, he compared it with their customs at home ; and thus he explained every...

Page 254 - ... the reading lesson which the children have just been practising, and which always commences with an examination as to the extent to which they have acquired the power to read it mechanically. For the results of this examination, the monitors who have been employed in teaching it, are supposed to be held, in some degree, responsible. The teaching of that lesson to each child in his subdivision, being understood to be assigned to the monitor as his task ; the due performance of which is afterwards...